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Downes, William (1998) Language and Society (2nd edition) "Language is a complicated business." Pg 1.

Chapin, O'Connor, and Anderson (2009) Talk Moves

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What are talk moves?
"in a project designed to improve mathematical achievement of ELLs and other ethnic and linguistic minority students, Chapin, O'Connor, and Anderson (2009) found that careful scaffolding of classroom discussions was a key to success. Through the context of discussions, students were able to develop logical reasoning and learned how to make and support arguments. Although their work is centered on mathematics instruction, the principles and strategies work across content areas."

The five talk moves that the authors found to be effective are:
​1. Revoicing- Revoicing is when the teachers repeats what the student says. This is used when what the student said was unclear. The teacher will always ask the student if what they repeated what correct. (" So you're saying...")
2. Repeating- Repeating is simply asking the student to repeat what another student said. ( ​"Can you repeat what he or she just said in your own words?")
3. Reasoning- Reasoning is asking the student to use their own reasoning to another students response. It is important that no opinions be involved by the teachers, and that the teacher follows up with asking "Why?" This develops the students thinking as to why they agree or disagree. (" Do you agree or disagree? Why?")
4. Adding on- Adding on is a way to get the students to participate further in the discussions. This is a great move to get the students engaged by asking for additional input. ("Would someone like to add something more to this?")
​5. Waiting- Waiting is also called wait time. Wait time is used to ensure that students have time to think about their response and gather their thoughts before sharing with the class. ("Take your time... we'll wait...")

Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy,
and Practice. Caslon Inc.
Pages 158-159

"The authors also describe three productive talk formats teachers use to configure classroom interactions for instruction: (1) whole-class discussion, (2) small-group discussions, and (3) partner talk. They emphasize that these talk moves and use of these talk formats must be based on the principles of establishing and maintaining a respectful, supportive environment; keeping the talk focused on the targeted topic or concept; providing for equitable participation for all students in the classroom talk; and explaining expectations for new forms of talk," (Wright, 2010).

​Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy,
and Practice

Talk moves can be used across all content areas. They can be used in reading, mathematics, science, social studies, etc. For each content area, talk moves can be used to enhance classroom discussion, and student engagement. Each of the five moves that are listed above can be asked in each content area. The five moves are all basic questions to get the students involved, and take an active part in their learning. These moves will also ensure that they students are learning the content because it going over the material a few times but in different ways, so that the students are remembering the information. This strategy also appeals to all learners because each of the talk moves is different, and if a student can't respond to one prompt, stating it in a different way may make that student comprehend better.

The video below is a short clip about what talk moves are like in a classroom with EL students. The instructor doesn't talk about all of the moves but he describes how he uses them to get the students involved and engaged!

https://www.teachingchannel.org/videos/student-participation-strategy#
The link above is to another video that is also made by the teaching channel. I think that this is an awesome video as well that shows the talk moves in action during a lesson. The teacher describes how the students use them to help one another learn the concepts, and back each other up with their responses!

This strategy works for EL students because it give the students more examples, and different explanations on the subject that is being discussed by the class. Talk moves in the classroom are set up so that they students support on another, and each student is respectful to each other. This is important for EL students who are developing their language skills because when speaking in front of the whole class it can be nerve wracking for them, and they may not feel confident. Talk moves are only productive in supportive and successful classrooms, so EL students can feel confident in their speaking, and their answers when presenting in front of the class, and not feel like the other members of the class are judging, or making fun of them for their speaking abilities.

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What are talk moves? "in a project designed to improve mathematical achievement of ELLs and other ethnic and linguistic minority students, Chapin, O'Connor, and Anderson (2009) found that careful scaffolding of classroom discussions was a key to success. Through the context of discussions, students were able to develop logical reasoning and learned how to make and support arguments.

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Benson, Phil (2001) Teaching and Researching, Autonomy in Language Learning. From Applied Linguistics in Action Series. Edited by Christopher N Candlin & David R Hall

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This is the login portal for access to Greensboro College's online resources. If you have any questions, please see your local library staff for assistance.

What's my username?

Use the same username and password as your Greensboro.edu email address, without @greensboro.edu

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Greensboro College Library: Proxy server login

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This is the login portal for access to Greensboro College's online resources. If you have any questions, please see your local library staff for assistance. Use the same username and password as your Greensboro.edu email address, without @greensboro.edu

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Witherspoon, G. (1980). Language in Culture and Culture in Language. International Journal of American Linguistics,  Vol. 46, No. 1 , pp. 1-13.

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Iris Molina: Mayaba, N. N., Ralarala, M. K., & Angu, P. (2018). Student voice: Perspectives on language and critical pedagogy in south african higher education. Educational Research for Social Change, 7(1), 1-12.

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Shevaughn James:                        Liu, Guijie. "Language Sociality and Its Enlightenment on Foreign Language Teaching." Theory and Practice in Language Studies, vol. 9, no. 8, 2019, p. 978+. Gale Literature Resource Center.

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